Plainfield NJ Schools 2011 12 Title I Unified Plan Cedarbrook

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Cedarbrook

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School InformationDistrict: Plainfield

Chief School Administrator: INTERIM SUPERINTENDENT : ANNA BELIN PYLES Chief School Administrator E-mail: [email protected]

NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]

School: CEDARBROOK K-8 CENTER (100)

The school is designated (select one): Targeted Assistance x Schoolwide

Principal: Mr. Frank Asante Principal E-mail: [email protected]

Principal Certification

The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school. X I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the informationpresented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..

Frank Asante_____________________________________ __________________________________________ 6/30/2011

Principal’s Name Principal’s Signature Date

1



School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINIplan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school

office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name

Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development

SignatureFrank Asante Principal X X

Wilson Martinez Vice Principal X X

Eleanor Hemphill School Staff - Classroom Teacher X X

Donna McGregor School Staff - Classroom Teacher X X

Joyce Todd School Staff – Special Needs X X

Sarah Maslo School Staff – Classroom Teacher X X

2



School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary

Date Location Topic Agenda on File Minutes on

File

Yes No Yes No

Bi-Monthly Cedarbrook K-8 Center (Conf. room) Plan Development X X

Bi-Monthly Cedarbrook K-8 Center (Conf. room) Needs Assessment X X

School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.

What is the school’s vision statement?

Students should love and respect learning and have access to the necessary supplies for learning.The curriculum should be relevant to meet the current and future needs of our students and shouldincorporate technology implementation. Teachers should be facilitating rather than lecturing. Assessment and student data is used to drive instruction.

What is the school’s mission?

The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for everystudent to achieve high academic standards. No alibis! No excuses! No exceptions!

Describe the process for developing or revising theschool’s vision and mission.

The School Professional Development Committee led the entire staff in sessions to develop the schoolvision and mission.

3



2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and Practices● Results and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading ● District Interim Assessment (D.I.A.)

● Developmental Reading Assessment (D.R.A.)

● NJASK

Identifies individual student weaknesses and strengths through these measures

Academic Achievement - Writing ● District Interim Assessment (D.I.A.)

● NJASKIdentifies individual student weaknesses and strengths through these measures

Academic Achievement - Mathematics ● District Interim Assessment (D.I.A.)● NJASK

Identifies individual student weaknesses and strengths through these measures

Parent Involvement District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

Professional Development ● District Interim Assessment (D.I.A.)

● NJASK

● PD Survey

● District Instructional Review

These measure Identify weaknesses and strengths in implementation and followthough of professional development

Extended Learning Opportunities ● District Interim Assessment (D.I.A.)

● NJASKThese measure Identify weaknesses and strengths in implementation and follow though

Homeless ● District Interim Assessment (D.I.A.)


Students with Disabilities ● District Interim Assessment (D.I.A.)


English Language Learners ● District Interim Assessment (D.I.A.)


Economically Disadvantaged ● District Interim Assessment (D.I.A.)


School Culture District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

4



Leadership District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

Highly Qualified Staff District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

School-Based Youth Services District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of District

Strategic Plan

5



Evaluation of 2011 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Reading Plus / Read 180 LAL Y Research Based Program Waiting for 2011 NJASK DATA

Lucy Calkins LAL Y Research Based Program Waiting for 2011 NJASK DATA

Every Day Math Mathematics Y Research Based Program Waiting for 2011 NJASK DATA

Trophies/Tropheos ELL Y Research Based Program Waiting for 2011 NJASK DATA

All of the above Students with Disabilities Y Research Based Program Waiting for 2011 NJASK DATA

N/A Homeless/Migrant

Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs.

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

N/A

Students with Disabilities

Homeless/Migrant

ELL

6



Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Lucy Calkins Writingprogram

LAL Y NJASK Waiting for 2011 NJASK results

NJ ASK Test TakingStrategies

LAL / Mathematics Y NJASK Waiting for 2011 NJASK results

All of the above Students with Disabilities Y NJASK Waiting for 2011 NJASK results

All of the above ELL Y NJASK Waiting for 2011 NJASK results

N/A Homeless/Migrant

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Back to school night All Content Areas Y Sign-in Sheets Increased parent awareness and engagement in instructional programs.

Parent-teacher conferences All Content Areas Y Sign –in Sheets Increased parent awareness and engagement in instructional programs

Communications All Content Areas Y Flyers, Agendas, GlobalConnect calls

Increased parent awareness and engagement in instructional programs

PATT (Parent and Teacher Organization) meetings

All Content Areas Y Sign-in Sheets

Agendas

Increased parent awareness and engagement in instructional programs

7



2012 Needs Assessment & Evaluation Summary

● When responding to the questions below, data from Tables A, B, C, D and E should be used.

1. Describe the process and techniques used in the needs assessment.

● Reviewed test data with the School Leadership Team.

● Reviewed test data with grade 3-8 teachers.

● Implemented a master schedule to accommodate grade level articulation and extra support in targeted instructional areas.

2. Describe methods used to collect and compile data for student subgroups.

● Data is obtained from the NJ ASK for student subgroups.

3. Explain how the data from the collection methods are valid and reliable.

● Genesis system houses student demographic information, attendance and discipline data, along with data on state tests, districts tests, courses andinstructors.

4. What did the data analysis reveal regarding classroom instruction?

● Data driven decision-making informed differentiated instruction and instructional strategies used by teachers.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?

● The professional development enhanced teachers’ instructional strategies and increased student achievement.

6. How are educationally at-risk students identified in a timely manner? District data warehouse program (Genesis) allows for timely identification of at-risk students.

● District data warehouse program (Genesis) allows for timely identification of at-risk students.

7. How are educationally at-risk students provided with effective assistance?● Data analysis allows teachers to address the needs of at-risk students by differentiating their instruction.

8. How does the needs assessment address migrant student(s) needs?

NOT APPLICABLE

9. How does the needs assessment address homeless student(s) needs?

NOT APPLICABLE

10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?

8



● Through grade level articulation and staff meetings on a weekly basis.

11. Describe the transition plan for preschool to kindergarten, if applicable.

● Cedarbrook is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively.Preschool teachers of 4-year olds visit our Kindergarten classrooms at the beginning of the school year to receive an overview of the program in order to

ensure that their students will be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect inthe upcoming school year.

12.

13. Describe the process used to select the priority problems and root causes for this plan?

● Plan was reviewed NCLB committee. The priority will continue to focus on literacy, math and science in order to continue increasing student achievement

14. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?

● No data yet

15. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?

NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE

9



2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.

Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 55 31

Grade 5 34 38

Grade 6 25 26

Grade 7 15

Grade 8

Grade 11 Grade 12

Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 45 20

Grade 5 22 27

Grade 6 25 19 Grade 7 12

Grade 8

Grade 11

Grade 12

10



Selection of Priority Problems

School Needs Assessment Summary Matrix

● Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.● Using information from the data analysis, identify all priority problems.● Select three or four priority problems to address in this plan. The selected problems should be checked in column T.● When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.

PriorityProblem

# Priority Problem

PopulationCategorie

s

A. Allstudents

B.Students

withDisabilities

C.Earlychildhood

D.Eco

n.disadvantaged

E.Ne

glected /delinquent

F.Youthatrisk

of dr oppingout

G.Racial/ethnic

H.Homeless

I.Immigr ant

J.LEP

K.Teachers

L.Pa

rapr of essionals

M.Parents

N.Su

bstanceabuser s

O.Perpetra

torsof Violence

P.Out-of-school

Q.Mentalhealth

R.G

ifted&Talented

S.Other (Specif y)

__ __ __ __ __ __ _

T.SelectedPr iority

Problems

StudentAcademic

Needs 1 Closing the achievement gap x

2 Earl y chi ldhood educati on

11



CoreCurriculumContent

Standards

3a Language arts l iteracy and reading x x

3b Mathematics x x

3c Science x x

3d Social studies x

3e World Languages x

3f Cross Content Workpl ace Readiness x

4 Technology Literacy x

Staff Needs

HighQuality

ProfessionalDevelopme

nt

5.ImplementingtheCCCS 5a Language Arts Literacy x

5b Mathematics x

5c Science x

5d Social studies x

5e World Languages x

5f Cross Content Workplace Readiness x

6

Effective classroom use of technology

7 S tanda rds-based assessmen t x 8 Instructional sk il ls and s trateg ies x

9 Mentoring x

10 C lass room management x

11Using data/assess. to improvelearning x

12 Worki ng with parents x

12



Hiring,Rec

ruiting andRetaining

13 H ighly qual if ied teac he rs

14 Teachers in shortage areas

15 Teachers in Math and Sc ience

16 Teachers to reduce c lass size

17 Quali fied paraprofessionals

18 Highly quali fied personnel

Problems

Identified

19 Alcohol use

20 Drug use

21 Tobacco use 22 Violence x

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions x

28Serious or persistent disciplineproblems x

29 Bullying x

30 Victimization x

31 Truancy/attendance x

32 Mental health x

33 Sex/gender issues

34 Interpersonal conflict x

35 Interg roup c on fl ic t/bias

36 Negative peer influence x

13



37 School safety

38 School climate/environment x

39 Risk factors x Quality

Teach

er 40 Teacher Quality Tech.& Ed.Materi

als

41 Tec hnology act iv it ies x

42 Instructional/Educational Materials x StudentswithSpecial

Needs

43 Drop-out rate Literacy, &

AdultEd. 44 Adult literacy

45 Parent/community invo lvement Leadership

46 Leadership Net work

47 Leadership PD

14



Description of Priority Problems and Strategies to Address Them

● All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.● Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1 #2Population Category Letter &Problem Number

Population Letter: A Problem Number: 3a Population Letter: A Problem Number: 3b

Name of priority problem Addressing student academic needs in li teracy Addressing student academic needs in Math

Describe the priority problem Addressing student academic needs in li teracy Addressing student academic needs in Math

Describe the root causes of theproblem

It takes three to five years to show adequate growth in studentachievement


Subgroup or population addressed All Students All Students

Grade span K-8 K-8

Related content area missed Language Arts Literacy Math

Name of scientifically researchbased program/strategy/practiceto address problem

Read 180/Reading PlusLucy Calkins Writing Program

Trophies / Trofeos

Every Day Math ProgramPre- Algebra and Algebra 1

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are alignedto the NJCCCS and CPIs

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned

to the NJCCCS and CPIs

CAPA finding or recommendationrelated to the priority problem

NOT APPLICABLE NOT APPLICABLE

15



Description of Priority Problems and Strategies to Address Them (continued)

#3 #4

Population Category Letter &Problem Number

Population Letter: A Problem Number: 3c

Name of priority problem Addressing student academic needs in science

Describe the priority problem Addressing student academic needs in science

Describe the root causes of theproblem


Subgroup or populationaddressed

All Students

Grade span K-8

Related content area missed Science

Name of scientifically researchbased program/strategy/practiceto address problem

Professional development in implementing new textbookseries, A Closer Look

Cambridge Physical Options, as resources for hands-on inquiryactivities and accessing informational text

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned

to the NJCCCS and CPIs

CAPA finding or recommendationrelated to the priority problem

NOT APPLICABLE

16



Action Planning

Check Before Proceeding:● The action planning section is required for all SINIs.● The action plans are developed for the primary strategies and programs selected that address the priority problems.● At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Nameof Pr

ogram,Strategyor Practi

cetoAddressPr ior ityPr ob

17



lem:

SMARTGoal:

(Specific,Measurable

,Achievable,Relevant,Timely)

18



Resear chSup

portingStrategy(fr omIESPr act

iceGuideor WhatWorksClearinghouse)

Indicatorsof Success:

1.2.

19



Description

of ActionPlanSteps

PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1

2

3

4

5

6

7

8

9

10

11

12

20




Name

of Pr ogram,Strategyor P

racticetoAddressPr ior ity

Pr oblem:

21



SMARTG

oal:

(Specific,Measurable,Achie

vable,Relevant,Timely)

22



Resear chSup



Indicatorsof Success:

1.

2.

23



Description

of ActionPlanSteps

PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1

2

3

4

5

6

7

8

9

10

11

12

24




Name

of Pr ogram,Strategyor P

racticetoAddressPr ior ity

Pr oblem:

25



Resear chSup



26



SMARTG

oal:

(Specific,Measurable,Achie

vable,Relevant,Timely)

Indi

catorsof Success:

1.

2.

27



Description

of ActionPlanSteps

PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1

2

3

4

5

6

7

8

9

10

11

12

28



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of StrategyContent

AreaFocus

Target

Population(s)

PersonResponsible

Indicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Trophies / Trofeos Literacy Grades K-5 Principal / VicePrincipal

NJASK Waiting for 2011 AYP results. Program approved by NJ DOE

Read 180/ Reading Plus Literacy Grades 5-8 Principal / VicePrincipal

NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE

Lucy Calkins Wri ting program Literacy Grades 3-5 Principal / VicePrincipal

NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE

Every Day Math Program Math

Grades K-6Principal / VicePrincipal

NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA

Program approved by NJ DOE

Glencoe Pre -Algebra and Algebra 1 Programs

Math Grades 7-8 Principal / VicePrincipal

NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA

Program approved by NJ DOE

A Closer Look Program Science Grades K-5 Principal / VicePrincipal

NJ ASK – Only tested in Grade 4 Program approved by NJ DOE

Cambridge Physical OptionsProgram

Science Grades 6-8 Principal / VicePrincipal

NJ ASK– Only tested in Grade 8 Program approved by NJ DOE

*Use an asterisk to denote new programs.

Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.

Name of Strategy

ContentArea

Focus

TargetPopulation(s

)

PersonResponsible




Clearinghouse)

N/A

29



HomelessMigrant

ELL

Students withDisabilities


30



Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems

Name of Strategy

ContentArea

Focus

TargetPopulation(s

)

PersonResponsible




Clearinghouse)

*Have to develop withteam!!

Needs to be completed before plan issubmitted

HomelessMigrant

ELL

Students withDisabilities


Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems

Name of Strategy

ContentArea

Focus

TargetPopulation(s

)

PersonResponsible




Clearinghouse)

Back to School Night All Content Areas

Principal / VicePrincipal

Increase by 5%parent awarenessand engagementin instructionalprograms

Increased parental involvement directly correlates withincreased academic performance

Parent-Teacher Conferences All Content Areas


- Increase by 5%parent awarenessand engagementin instructionalprograms

- Inform parents of students’ academicstrengths andweaknesses


31



Communications All Content Areas


Increase by 5%parent awarenessand engagement ininstructional programs


Parents And TeachersTogether (P.A.T.T.) – parent organization

All Content Areas

- Principal / VicePrincipal- PATT ExecutiveBoard

Increase by 5%parent awarenessand engagementin instructionalprograms



2012 Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?

● Through the strategies identified, parents are provided with support to assist their children at home by introducing them to scientifically-researched bestpractices, testing formats, and social-emotional wellness. The support, in turn, connects homes with school in a partnership to increase students’ academicperformance.

2. Do you have a school-parent compact? Yes.3. Describe the process to ensure that parents receive and review the school-parent compact.

● The school-parent compact is disseminated to every student in September. Administrators and teachers review the compact with parents and students duringBack to School Night in September. The school-parent compact is signed and returned at Back to School Night or to the classroom teachers. This is on-goinguntil all compacts have been signed and returned. Copies will be kept on file in the main office.

4. How is student achievement data reported to the public?

● Data is reported to the public via PATT meetings, End of Year Report, and Community Forums

5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?

● The Office of Bilingual/ ESL inform parents of student’s results in the ACCESS test.

6. Identify procedures for informing parents about the school’s improvement status.

● School website; school marquee; school calendar; End of Year report; Presentation at PATT meetings

32



7. Identify procedures for informing parents about the school’s disaggregated assessment results.

● School website; presentation at PATT meeting; presentation at community forum; End of Year Report

8. How were parents involved in the development of the Unified Plan?

● Parents reviewed Unified Plan as part of the NCLB Committee

9. Identify procedures for informing a parent about their child’s student assessment results.

● Individual student progress on state assessments is mailed home. Teachers may also conduct Data Chats with parents to discuss individual performance.

10. How were the required PI funds used in 2011?

● P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration

11. How will the required PI funds be used in 2012?

● P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration

33



Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY,MIDDLE OR HIGH SCHOOL

Total NJASK 2011 NJASK 2011

Students with Disabilities NJASK 2011 NJASK 2011

Limited English Proficient Students NJASK 2011 NJASK 2011

White

African-American NJASK 2011 NJASK 2011

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 NJASK 2011

Others

Economically Disadvantaged NJASK 2011 NJASK 2011

GRADE SPAN: GRADE 6 – 8COMBINED ELEMENTARY, MIDDLEOR HIGH SCHOOL

Total NJASK 2011 65.1 68.6 NJASK 2011 59.0 63.1

Students with Disabilities NJASK 2011 53.6 58.2 NJASK 2011 44.0 49.6

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011

White

African-American NJASK 2011 61.8 65.6 NJASK 2011 57.4 61.7

Asian/Pacific Islander

American Indian/Native American

34



Hispanic NJASK 2011 64.0 67.6 NJASK 2011 61.4 65.3

Others

Economically Disadvantaged NJASK 2011 65.9 69.3 NJASK 2011 60.6 64.6

Table J-2: 2011-2012 Annual Student Targets – Other Assessment

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target

GRADE SPAN:ELEMENTARY ; Grades 3-5

Total NJASK Waiting for 2011 NJASKDATA

NJASKTHIS IS FOR OTHER

ASSESSMENTS NOT NJASK

Waitingfor 2011NJASKDATA

NJASK

Students with Disabilities NJASK “ NJASK “ NJASK

Limited English Proficient Students NJASK “ NJASK “ NJASK

White NJASK “ NJASK “ NJASK

African-American NJASK “ NJASK “ NJASK

Asian/Pacific Islander NJASK

“ NJASK “NJASK

American Indian/Native American NJASK “ NJASK “ NJASK

Hispanic NJASK “ NJASK “ NJASK

Others NJASK “ NJASK “ NJASK

Economically Disadvantaged NJASK “ NJASK “ NJASK

GRADE SPAN: MIDDLE ;Grades 6-8

35



Total NJASK Waiting for 2011 NJASK

DATA

NJASK Waitingfor 2011NJASKDATA

Students with Disabilities NJASK “ NJASK “

Limited English Proficient Students NJASK “ NJASK “ White NJASK “ NJASK “

African-American NJASK “ NJASK “

Asian/Pacific Islander NJASK “ NJASK “

American Indian/Native American NJASK “ NJASK “

Hispanic NJASK Waiting for 2011 NJASKDATA

Waitingfor 2011NJASK

DATA

Others NJASK “ “

Economically Disadvantaged NJASK “ “

36



Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT,consistent with Title II-A

29

100%

All Content Areas

Process handled by District HumanResources Department

Not Applicable

Teachers who do not meetthe qualifications for HQT,consistent with Title II-A

0

0%

All Content Areas


Not Applicable

Paraprofessionals who meet

the qualifications required byNCLB (education, ParaPro test,portfolio assessment)

8

100%

All Content Areas


Not Applicable

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

0

0%

All Content Areas


Not Applicable

Description of Strategy To Attract HQ Staff Individuals Responsible

37



Table L: Support for Teachers

Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

ContentArea Focus

Target Group

PersonResponsible


(Evaluation)

How are teachers identified?

Building-Based Professiona l Development All Contents All Staff SPDC Evaluation Forms PDP’s (Professional Development Plans)

Table M: Support for Administrators

Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.

Description of Support

ContentArea Focus

Target Group

PersonResponsible


(Evaluation)

How are administrators identified?

District fills in??

Network

38



Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students whoneed additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.

Measure

Homeless Migrant Students withDisabilities

EconomicallyDisadvantaged

ELL Other SubGroups

Targeted AssistanceSchools

Entrance Criteria ( ) Exit Criteria

( )

State Assessment N/A N/A NJASK NJASK NJASK NJASK NOTAPPLICABLE

CEDARBROOK IS

AN APPROVED

SCHOOLWIDEPROGRAM

SCHOOL

Other Assessments District Interim Assessment /Developmental Reading Assessment

District Interim Assessment /Developmental Reading Assessment

DistrictInterim Assessment /DevelopmentalReading Assessment

District Interim Assessment /DevelopmentalReading Assessment

English LanguageProficiency Assessment ACCESS ACCESS ACCESS ACCESS

Classroom Grades Report Cards Report Cards ReportCards

Report Cards

Teacher Recommendation

Other Read 180 / ReadingPlus/Lucy Calkins

Read 180 / ReadingPlus/Lucy Calkins

Read 180/ ReadingPlus/LucyCalkins

Read 180 /Reading Plus/Lucy Calkins

39



Support Elements

Ongoing and Sustained Technical Assistance*

1.

What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academic achievement?From the district:

NOT APPLICABLE

From outside experts:

From others:

2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example, skilledconsultants, institutions of higher education (IHE), etc.

3. How is it targeted to the priority problems identified in the needs assessment?

4. Identify the person(s) responsible for ensuring this technical assistance is provided.

40



*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments,data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.

41



Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement

To address parent involvement, we will implement the following programs/activities:

Increase parent participation at both school and district level SLC (leadership program):

● Bring Your Parent to School Day● Career Days● Parent training in both mathematics and literacy● Continue with the support for Parent Empowering Parents (PEP)● District and school web sites to inform parents and the community at large● Newsletters/flyers frequently sent home to parents in English and Spanish● School and district functions● Parent Institute● Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.

Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.

Note: Provide a district description and a specific description for each SINI and/or school operating an approved

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2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategyor Practice Implemented with

Funds

Amount

Allocated

SIA Amount

Carried Over

Reallocated Use

of SIA

Outcomes as a Result of Implementing the Strategy or

Practice

Evidence

2010 Title I, Part A We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal NCLB andother federal

sources

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results are

received and analyzed

NJASK

State ABBOTT NOT APPLICABLE

NOT APPLICABLE


NJASK

Local City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASK

Other We are aSchoolwideschool with

blendedfunds

NOT APPLICABLE

NOT APPLICABLE


NJASK

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School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following:

● How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blendtheir funds

● How the SIA, Part a allocation is budgeted for all schools receiving this award Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/. Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan. Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.

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Corrective Action, Restructuring, and School Improvement

● Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. The

corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified bythe district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) will beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

1. Required implementation of a new research-based curriculum or instructional program

NOT APPLICABLE2. Extension of the school year or school day3. Replacement of staff members, not including the principal, who were relevant to the school’s low performance4. Significant decrease in management authority at the school level

5. Replacement of the principal6. Restructuring the internal organization of the school7. Appointment of an outside expert to advise the school8. Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:

CorrectiveAction #

Description

Effective

Yes - No

Evidence of Effectiveness

Outcomes

1

2

3

4

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SINI Year 5H and Above: Restructuring Implementation N/A

● Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, the

approved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______ The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (see below).

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring detailswww.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).

3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent withexisting contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____ For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring Plan

Status of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.

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Peer Review

Check Before Proceeding:● At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status.● Peer reviewers should have expertise in content areas and in school improvement.● Peer review must contain recommendations.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at www.nj.gov/njded/title1/program/peer_review.pdf .)

2. Provide the actual date and location the peer review(s) took place.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

4. Provide a summary of the recommendations made by the peer review school.

5. List the specific recommendations that were incorporated into the plan as a result of the peer review.

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http://www.nj.gov/njded/title1/program/peer_review.pdf


















Plainfield NJ Schools 2011 12 Title I Unified Plan Cedarbrook

Documents

Transcript of Plainfield NJ Schools 2011 12 Title I Unified Plan Cedarbrook